# Chapter 5: Interpreting Fractions In The Classroom

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Chapter 5 is yet again another huge step involving fractions. It seems that each grade gets more and more complicated. For 5th grade students will learn representation of decimals in the thousands and comparing decimals in the thousands. It also expands on adding and subtracting of fractions, interpreting them as implied division, multiplying and dividing fractions as well. In the fifth grade, students move on to greater decimal places such as the thousandths place. This can get confusing for some students because we are mainly only teaching them to use this place value when being very specific. To represent this in the classroom it is beneficial to use a thousandths grid. Each grid is made up 100 sets of 10 rectangles. Another way to teach thousandths place is by using base ten blocks. It is important though when using…show more content…
First teachers have to be sure students understand that a/b multiplied by c is the same as saying a/b groups of c. This is similar to interpreting fractions as implied concepts. Possible ways of teaching this is threw visual aids. One visual aid is using a number line. Have students explain how the fractions are located within numbers on the number line. Or you can have them do this by filling in squares to represent the fractions being multiplied. Multiplying fractions to describe area is another subject they cover in this grade. The students should already know how to calculate area so all they have to do is apply previous learned concepts about multiplying fractions to do this. Taking multiplication of fractions farther, students in the fifth grade learn how to interpret multiplication by scaling. This is done by saying, “one object is four times as much as another.” For example, if two rectangles are laid side by side it is easy to see how one could be split up in to four pieces while the other stays whole. The rectangle not split up is considered four times bigger than the one split